@article{ref1,
title="Understanding gender differences in childhood injuries: examining longitudinal relations between parental reactions and boys' versus girls' injury-risk behaviors",
journal="Health psychology",
year="2015",
author="Morrongiello, Barbara A. and McArthur, Brae Anne and Spence, Jeffrey R.",
volume="35",
number="6",
pages="523-530",
abstract="OBJECTIVE: The aim of this longitudinal study was to examine gender differences in children's hazard-directed behaviors when the parent was absent and determine whether parent reactions when present differentially influences boys' and girls' subsequent behaviors. <br><br>METHOD: Children and parents were video recorded in their home when a contrived burn hazard ('Gadget') was within view and reach of the child and the parent was sometimes present and absent. Videos were coded for teaching- and discipline-focused reactions by parents when children approached the Gadget in the parent's presence and children's hazard-directed behaviors when the parent was absent. Data were gathered monthly for a period of up to 6 months. <br><br>RESULTS: Multilevel regression analyses examining temporal relationships between parents' reactions (teaching, discipline) and children's hazard-directed behaviors when the parent was absent revealed significant gender differences. For boys, reductions in hazard-directed behaviors over time were predicted from high teaching or low discipline reactions, with low teaching and high discipline reactions maintaining injury-risk behaviors over time. For girls, reductions in hazard-directed behaviors over time were predicted from low teaching or high discipline reactions, with high teaching and low discipline reactions maintaining injury-risk behaviors over time. <br><br>CONCLUSION: To moderate young boys' injury-risk behaviors, caregivers should avoid frequent discipline-focused reactions in favor of frequent teaching when the child engages in injury-risk behaviors. For girls, however, frequent discipline-focused reactions reduced injury-risk behaviors over time more effectively than frequent teaching-focused reactions that sustained girls' interest in the hazard. Implications for injury prevention are discussed. (PsycINFO Database Record<p /> <p>Language: en</p>",
language="en",
issn="0278-6133",
doi="10.1037/hea0000275",
url="http://dx.doi.org/10.1037/hea0000275"
}